Shut-Up and Listen: Implications and Possibilities of Albert Memmi's Characteristics of Colonization upon the "Natural World"

Autor/inn/en	Blenkinsop, Sean; Affifi, Ramsey; Piersol, Laura; De Danann Sitka-Sage, Michael
Titel	Shut-Up and Listen: Implications and Possibilities of Albert Memmi's Characteristics of Colonization upon the "Natural World"
Quelle	In: Studies in Philosophy and Education, 36 (2017) 3, S.349-365 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-016-9557-9
Schlagwörter	Educational Philosophy; Foreign Policy; Correlation; Environment; Alienation; Violence; History; Figurative Language; Conservation (Environment); Teaching Methods; Environmental Education; Urban Areas; Place Based Education; Role; Language Role; Cultural Pluralism + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Außenpolitik; Korrelation; Umwelt; Entfremdung; Gewalt; Geschichte; Geschichtsdarstellung; Conservation; Environment; Konservierung; Bewahung; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Urban area; Stadtregion; Rollen; Kulturpluralismus
Abstract	This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book "The Colonizer and the Colonized" and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the "natural world". After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies (bad faith), and language, history, and metaphor we draw clear parallels, through selected examples, to the exploitative relationships enacted in many realms of the modern human/nature relationship. In so doing the paper posits that the beings that comprise the "natural world" are "colonized." It then continues from that position to explore the possibility of cultivating practices of listening to the voices of these colonized others to inform anti-colonial ecopedagogy as allies. We employ the term "shut-up" as an anti-colonial gesture to remind ourselves as much as others of the importance of first listening to the colonized other before engaging in "post-colonial" theorizing "about" prospective relationships or liberatory solutions "for" them. Given the fast-paced and cacophonic urban life many humans increasingly inhabit, and the disciplined and reiterative practice(s) required to learn to listen to other voices, we suggest caution and care when importing postcolonial theory into "environmental" contexts and seek to instigate further discussion as to how we might enact solidarity with other beings as anti-colonial allies in education. To this end, we conclude the paper with some educational implications based on research at a place-based school and focus on the role history, language and metaphor play in manufacturing a colonial relationship, but also provide a potential means for changing relationships with the diverse beings with whom we share the planet. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01